The research employed a survey questionnaire to explore the type of technological tools available in schools for children with Down syndrome (DS) in Saudi Arabia, perceptions of teachers toward the benefits of technology-assisted learning for DS students, the skills that children with DS need to use technology, the challenges of using technology for children with DS, and what can be done to improve the use of technology for children with DS. The data from the 20 teachers in two schools were analysed using qualitative data analysis procedures, which yielded several themes. The findings show that the sampled schools have different types of technologies but computers, iPads and projectors are the most commonly used devices, although there are other devices such as DVD players, mobile phones, and loudspeakers among others. Many teachers understand the benefits of using technology to support children with DS and their views are supported by studies conducted in the past on the same area as presented in extant literature. The key challenges to using technology as identified by the teachers include lack of resources such as computers, lack of software designed in Arabic, and lack of training for teachers to enable them to support children with DS. Recommendations are discussed.